Tips and Support for Common Core Math Implementation

I’ve noticed that our 6th grade math teachers are going deeper with the math, which requires more time. Therefore, half of our students are still working on Topic 6, while a quarter of our students are learning through Topic 7, and the other quarter of our students are working on Topic 8.

If your students are currently learning through Topic 8, I’d like to encourage you to try the Performance Task, some of the DOK ideas, or PBL ideas to go deeper. It might take a little longer than the Essential Map (pacing) that you created, but that’s okay because it will mean students are learning it on a deeper level.

What opportunities are you providing your students to deeply explore math concepts beyond the computational math skills?

PBL Title & Link to Lesson

CCSS

Description

Using Google Sketch Up, students design a student play-area for the new High Tech High K-8 school in Chula Vista. Students create design firms, conduct student surveys for input on their design, determine budget costs, and propose their ideas to a panel of adults and peers. Students have complete control of the design of the space with the stipulation that it must be safe and accessible to all students.

Prime Putt – Putt golf is looking to refurbish their miniature golf course. Mrs. Math, the owner, has outlined the desired repairs. Students are to submit a scale drawing of existing golf holes along with a list of materials necessary to give Prime Putt – Putt the makeover it desperately needs.

A local charity needs your help! You have been asked to plan a Family Fun Night in order to raise money for the charity. You will develop games and find theoretical and experimental probability of each game. You will plan a concession stand menu with combo choices, shop for game prizes and concession needs, and propose a layout for the event. In the end, you will present a proposal to a panel of charity officials that includes the projected cost and profit for the event.

As caterers, students are bidding on a job to plan a birthday party for a 13-year old. Given a budget of $250, they will submit a party proposal for 30 guests that includes a budget spreadsheet, written description of party and events, menu, map of room, and an oral presentation.

Mathematical Practices: Make sense of problems and persevere in solving them.

In grade 6, students solve problems involving ratios and rates and discuss how they solved them. Students solve real world problems through the application of algebraic and geometric concepts. Students seek the meaning of a problem and look for efficient ways to represent and solve it. They may check their thinking by asking themselves, “What is the most efficient way to solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?”.

What opportunities are you providing students to persevere with problem solving (and PBL)?

Tip of the Week:

Evaluate– Prepare a list of criteria for solving, make a booklet that includes mathematical rules for solving and potential tools list

Technology Integration Weekly Resources:

You could have students view the video, and ask them to then create their own video (or tell a partner if you do not have video equipment), to demonstrate with models and create their own “tutorial” with models.

By having them create their own tutorial, or presentation to a partner, they would then be using different multiple intelligences, and mathematical practices, to explain the “why” behind the mathematical computations.